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OER4Schools/Workshop for school leaders: Difference between revisions

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{{activity|stgw| with force-field analysis.|15}} Use the "force-field analysis" technique to look at the conditions for learning. Leaning on a metaphor from physics, force-field analysis is a useful technique for looking at facilitating and constraining forces. Identify the issue, then write down three things that help on the left, and three things that hinder on the right.
{{activity|wcb| on barriers, resources and support|30}}.  
 
Brainstorm about the following questions regarding barriers, resources and support.
{|border=1
* What barriers to learning and participation arise within the school and its communities (including who they affect)?
|| --> || || <--
* How can barriers to learning and participation be minimised?
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* Are any additional resources needed to support learning and participation? If so how can these be mobilised and deployed?
|| Help || The Issue || Hinder
(Adapted from Index for inclusion, p. 40, Figure 12)
|-
|| --> || || <--
|}
 
The technique can be extended by
* (a) initially listing all the factors that help and hinder, then identifying the three most important of each,
* (b) showing the strength of the forces by assigning a score to each, from 1 (weak) to 5 (strong).
The next stage is to consider what can be done to
* Add momentum to and capitalise on the favourable forces
* Minimise or overcome the obstacles.
Options for action can be considered in how effective they will be in shifting the balance in favour of the positive forces.
{{lfl blue book}}


== Learning Dialogue NOTE THEY NEED TO KNOW WHAT THIS IS FIRST! ALSO 2 FORCE FIELDS IN A ROW IS REPETITIVE - MAKE THE PREVIOUS ONE A BRAINSTORM AND SCRAP THE EARLIER BRAINSTORM? ==
== Learning Dialogue NOTE THEY NEED TO KNOW WHAT THIS IS FIRST! ALSO 2 FORCE FIELDS IN A ROW IS REPETITIVE - MAKE THE PREVIOUS ONE A BRAINSTORM AND SCRAP THE EARLIER BRAINSTORM? ==
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